kBlog

A recent November News blog regarding a story posted by Jim Wenzloff,  “Maybe I’m the Slow Kid”, include a suggested activity for differentiating instruction for classroom learning as follows:
On the CAST web site they introduce Differentiated Instruction by stating:
Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas.

Mr. Wenzloff, went on to describe a concrete example of how to apply such multiple options in the classroom.   This is a strategy we use every day, without realizing it.  We all learn differently, at different rates, and with different sets of tools.  If a friend gave me directions to their house 50 miles away, I will approach the drive in my own way (most likely with a printed set of directions and map).  Some like to listen to the friendly GPS voice guide their car through every turn (I’d rather listen to my iPod with my map on the seat next to me).  Still others like to just find their way after someone verbally tells them general directions.  If we approach classroom instruction knowing we are covering all the needs of our learners, what a rich learning environment for students!   I am currently directing a grant which is funding middle schools to explore Universal Design for Learning principles.  The November Learning post offers a great example of the approach.   Here is another example of the concept offered by a 5th grade student who I interviewed last fall.  I think he hit the nail on the head with an innate understanding of differentiated learning and classroom design.  Colleagues on the web have wonderful ideas to share, as is the case with the author of the November post, but let’s also remember to ask the kids to reflect on what works best for them.